Kindergarteners' Vocabulary and Language Development: Effectiveness of Whole-Class Read-Aloud Intervention

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-20 - Early Literacy: Vocabulary

Abstract

This study examined the effectiveness of a whole-class read-aloud intervention on the vocabulary and narrative language development of kindergarten students (N=51) in an urban, US school. The quasi-experimental design compared growth over time and between groups (intervention and control). The intervention group received a four-day sequence of instruction based on one narrative text for 12 weeks. The daily, 30-minute intervention included repeated reading of text, explicit teaching of four vocabulary words per book, and retelling the story. Students in the intervention group scored statistically significantly better than students in the control group on measures of vocabulary and oral narration.

Author

• Renee Greenfield, University of Hartford